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Cüneyt Birkök

International Journal of Human Sciences - 18 views

  • ©2002 Uluslararası İnsan Bilimleri Dergisi / International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles.
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    ©2002 International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles. Creative Commons License # We look forward to work with scholars from all over the world and in any subject fields. All academicians (hold a Ph.D degree) are welcomed. # Refereeing pre-request is to supervise at least three (Master) or (Doctoral) thesis. # We elaborate scientific branches mentioned in the about page according to any requests from referees. # Referees are responsible to review and approve submitted works in English language and subject fields by filling out this evaluation form. # To join with editorial board, Login/Register to this journal and then submit your full academic vitae with your subject fields you are able to review to journal editor (editor@insanbilimleri.com). Please fill completely out all the information asked (such as your bio statement, languages, institution etc.) at user profile page.
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    ©2002 International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles. Creative Commons License # We look forward to work with scholars from all over the world and in any subject fields. All academicians (hold a Ph.D degree) are welcomed. # Refereeing pre-request is to supervise at least three (Master) or (Doctoral) thesis. # We elaborate scientific branches mentioned in the about page according to any requests from referees. # Referees are responsible to review and approve submitted works in English language and subject fields by filling out this evaluation form. # To join with editorial board, Login/Register to this journal and then submit your full academic vitae with your subject fields you are able to review to journal editor (editor@insanbilimleri.com). Please fill completely out all the information asked (such as your bio statement, languages, institution etc.) at user profile page.
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    ©2002 International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles. Creative Commons License # We look forward to work with scholars from all over the world and in any subject fields. All academicians (hold a Ph.D degree) are welcomed. # Refereeing pre-request is to supervise at least three (Master) or (Doctoral) thesis. # We elaborate scientific branches mentioned in the about page according to any requests from referees. # Referees are responsible to review and approve submitted works in English language and subject fields by filling out this evaluation form. # To join with editorial board, Login/Register to this journal and then submit your full academic vitae with your subject fields you are able to review to journal editor (editor@insanbilimleri.com). Please fill completely out all the information asked (such as your bio statement, languages, institution etc.) at user profile page.
Carol Findlay

Polkast - Your Personal Cloud. Fast, secure, direct access to all the files on your com... - 32 views

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    Great app for the ability to access you files on another computer over wifi. Being the tech teacher I have multiple computers and devices. This app allows me to instantly access files on my other devices. Free to access 1 other device. I will be upgrading for multiple devices! 
debbieskeil

Information and Communication Technology (ICT) Accessibility | edX - 16 views

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    Accessibility for an organisation but hopefully useful for the individual. Ease of access
Jeff Andersen

tota11y - an accessibility visualization toolkit - 7 views

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    tota11y helps visualize how your site performs with assistive technologies. Check out the announcement blog post. The process of testing for accessibility (a11y) is often tedious and confusing. In many cases, developers must have some prior accessibility knowledge in order to make sense of the results. Instead, tota11y aims to reduce this barrier of entry by helping visualize accessibility violations (and successes), while educating on best practices.
Jeff Andersen

Office Accessibility Center - Resources for people with disabilities - Office 365 - 0 views

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    Office is committed to inclusive design and accessible products and content. We are constantly working to offer more to boost every user's productivity. On this page, find resources for people with disabilities and find out how to make your content accessible for all.
Jeff Andersen

Designing for Web Accessibility - Tips for Getting Started | Web Accessibility Initiati... - 1 views

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    This page introduces some basic considerations to help you get started making your user interface design and visual design more accessible to people with disabilities. These tips are good practice to help you meet Web Content Accessibility Guidelines (WCAG) requirements. Follow the links to the related WCAG requirements, detailed background in the "Understanding" document, guidance from Tutorials, user stories, and more.
Jeff Andersen

Distance Learning: How Accessible are Online Educational Tools | American Foundation fo... - 5 views

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    More and more schools, colleges and universities are using online educational tools that students are required to use to obtain course syllabi, access lectures and associated material, participate in class discussions, read course material, and receive grades and feedback from instructors. These popular tools, such as Blackboard, can frequently pose significant barriers to students with vision loss because they do not work well, if at all, with computer programs commonly used by students who are blind or visually impaired to access content displayed on the computer screen. For example, screen reading software reads the contents of the screen aloud. Screen magnification software enlarges text and graphics displayed on the computer screen in a customized way.
Martin Burrett

Prowise Presenter entirely free of charge - 16 views

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    "Prowise has made all the unique education possibilities that Prowise Presenter has to offer accessible to everyone, for free. This applies to non-paying, paying and new users. From now on, everyone has free access to all the functionalities the education software has to offer. This way the company, based in Birmingham, makes progress towards their ambition to make digital education accessible for everyone, globally."
Jeff Andersen

To Care & Comply: Accessibility of Online Course Content - YouTube - 6 views

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    A look at Portland Community College's web accessibility guidelines and how supporting students with disabilities is a shared responsibility across the college. Video includes stories from students whose education is impacted by inaccessible web content and ways faculty and staff can improve online course materials to make course content more accessible. This is an OER (Open Educational Resourse).
Michele Brown

Accessibility in the classroom - 46 views

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    Resources for adapting technology to be more accessible to students, teachers, and staf with special needs.
Kelly Boushell

GoAnimate4Schools - 103 views

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    This is a superb site for GoAnimate and is specially designed to be used in schools. Make amazing animations in minutes. The teacher account allows you to administrate your class accounts and access their work. http://ictmagic.wikispaces.com/Video,+animation,+film+&+Webcams
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    GoAnimate4Schools is an entirely private space for you and your students to let your creativity flow. A quiet place for your students to enjoy what's great about online creation tools, without the dangers of being out in the open Web. As a teacher on GoAnimate4Schools you get full access to all our tools. No virtual currency needed. And if you upgrade your School to our SchoolPlus program, all your students get the same unlimited access.
Ed Webb

Education - Change.org: Snark Attack: UCLA Research Dissing Technology Bombs - 0 views

  • More pointedly still: Creating an opposition between "critical thinking" and "reading and discussing," on the one hand, and electronic/social media on the other, is a logical false disjunctive (in plain talk, a false either/or). Any competent teacher can use the new literacy tools to create new possibilities in critical thinking, reading, discussing, and more, that were only dreamt of in pre-Internet philosophies.
    • Ed Webb
       
      Absolutely the key part of the argument. It's how you use the tools that matters.
  • Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did. "Wiring classrooms for Internet access does not enhance learning," Greenfield said. Restrain me, quick, before I break something. Because there’s a missing element in this bit of sloppy science that makes me want to throw my beloved laptop through the window. It’s this: the freaking teacher. So let me correct this: “CLUELESSLY wiring classrooms for internet access does not enhance learning.”
  • It’s totally schooly, and divorced from the authentic uses we put this stuff to in that non-school place called the real world.
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    I love this post so much I want to hug it
Scott Garrigan

USA, Canada and the EU attempt to kill treaty to protect blind people's access to writt... - 0 views

  • Right now, in Geneva, at the UN's World Intellectual Property Organization, history is being made. For the first time in WIPO history, the body that creates the world's copyright treaties is attempting to write a copyright treaty dedicated to protecting the interests of copyright users, not just copyright owners. At issue is a treaty to protect the rights of blind people and people with other disabilities that affect reading (people with dyslexia, people who are paralyzed or lack arms or hands for turning pages), introduced by Brazil, Ecuador and Paraguay. This should be a slam dunk: who wouldn't want a harmonized system of copyright exceptions that ensure that it's possible for disabled people to get access to the written word? The USA, that's who. The Obama administration's negotiators have joined with a rogue's gallery of rich country trade representatives to oppose protection for blind people. Other nations and regions opposing the rights of blind people include Canada and the EU. Update: Also opposing rights for disabled people: Australia, New Zealand, the Vatican and Norway.
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    Copyright "rights for the user" champion and author, Cory Doctorow, reports on efforts to guarantee rights for the blind and others with reading disabilities to gain access to the printed word. It's happening at the UN's World Organization for Intellectual Property, and it's the first time they are working on rights for copyright USERS in addition to copyright HOLDERS. Read about how U.S. negotiators have opposed this protection for disabled. It's an important issue for educators worldwide, but especially for those in the U.S., whose copyright law has been written to strongly favor corporate interests.
Nate Fish

File Sync & Online Backup - Access and File Sharing from Any Device - SugarSync - 44 views

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    Lately, I've been trying to find a solution for backing up my school files in a way that I will never lose them and will be able to access them from anywhere, including a mobile device.  There's about a thousand services out there, but the cheapest I've found is Sugarsync.  First of all, it gives you 5 gb for free.  That's 3 more gb than Google, Dropbox, and others give.  Also, it's $5 a month for 30gb.  It syncs all my files and I can access from anywhere.  I tried really hard to find a syncing solution for Google, but you have to have a $50/year Google Apps account and then pay another site to do the syncing for you.  
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
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    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Josh Flores

PARCC Accessibility Accommodations and Fairness | PARCC - 27 views

    • Josh Flores
       
      Who is on the Committees on Accessibility, Accommodations, and Fairness?
  • Policies in Development
  • Accessibility, Accommodations, and Fairness Operational Working Group
Roland Gesthuizen

Is Parents Access To Their Child's Facebook A Privacy Issue? | The Cyber Safety Lady - 7 views

  • In the best of circumstances, you hope that as a parent you and your children can talk fairly openly about any issues they are having, and that issues can be resolved within the family, without the need for any “spying”. In families that are NOT in crisis, ways of fostering trust are all about respect, and open conversations held in a safe environment.
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    "There is to be a discussion amongst the Australian Attorney Generals about the privacy laws in regards to parents having legal access to their children's Facebook accounts .. Unfortunately if you need to force your way into your child's Facebook account to "Spy" on them it's probably because there is already a problem with trust and your child's safety is probably in question."
onepulledthread

Web Accessibility Checklist - 17 views

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    See helps to assessing how well Web resources meet accessibility guidelines. ☐  Can the application be used with only the keyboard? ☐  Do images have appropriate text descriptions? ☐  Do pages have a consistent look-and-feel? ☐  Does text have enough color contrast? ☐  Do pages includes headings and landmarks? ☐ Do form controls and widgets have labels? ☐  When styling and layout is removed, is the document understandable? ☐  Does audio content have transcripts? ☐  Do videos have captions?
BTerres

Geocube - The world of Geography at your fingertips - 115 views

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    Geocube…… re-inventing the way to explore Geography The world of Geography at your fingertips and just a mouse click away! Geocube is an attractive online resource about Geography. Geocube is based on the principle of the Rubik Cube with six faces and 54 topics. It is a virtual and easily accessible website which is available online for free. Move the Geocube around with your mouse and explore the faces and topics.Geocube provides an accessible way to read, see and watch what Geography is and geographers do. This is a European initiative developed by HERODOT, the European Network for Geography in Higher Education and is available to anyone who is interested in Geography.
Maureen Greenbaum

The Realities of Artificial Intelligence and Adaptive Learning - 17 views

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    Excellent article on where we are (could not use diigo highlight)   research suggests that experts literally don't have conscious access to 70% of what they do. In well-defined domains, like mathematics and programming, we've created intelligent tutoring systems that can develop specific outcomes, but even those have problems transferring into practice. Real learning comes from approaching complex problems, experimenting with alternatives, and accessing resources in the process of solving them
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